In this module we will consider/re-consider: • Online safety and social media • Two software programs that continue to be popular and useful • State-of-the-art library programs (i.e., the Learning Commons Module)
View: “Online Safety 3.0: Rethinking Net Safety Together” at http://www.youtube.com/watch?v=R_eqbol58P8 As you view it, consider this question: If online safely as we have known it for the past several years is obsolete, what should we be doing/ teaching/ worrying about instead?
Collier’s video “Online Safety 3.0: Rethinking Net Safety Together,” is a really great resource for school professionals who are preparing to develop net safety units and protocol. Just as there is a Web 1.0 and 2.0 (and really, I think we’re engaging in 3.0 with all of the web tools that have made online and offline line so involved in one another), there have been 1.0, 2.0 and now 3.0 versions of net safety.
The old view that young people are users and consumers of online media, and at a large risk for being victimized by online predators, is really doing them a disservice. Today, young people are producing just as readily as adults online – they are exploring their identities, creating and sharing information, discussing that information, meeting with their friends, and using social rules. Sometimes they get into trouble, or use online media in negative and damaging ways, and we need to teach them how to be media literate and digital citizenship in order to lower the prevalence of these negative occurrences. However, teaching them to avoid online media and to be afraid is doing them a disservice.
Collier’s description of Online Safety 3.0 follows:
• Research-based, not fear-based
• Flexible and layered, not one-size-fits all
• Respectful of youth agency as stakeholders in a positive experience, not just potential victims
• Positive and empowering, not just safety from bad outcomes, but safety for full, constructive engagements in participatory society
Net Safety = New Medial Literacy + Digital Citizenship
Essentially, we have to understand and acknowledge that young people are stakeholders in online media. They are not just consumers, but users, creators, producers, engagers, collaborators, communicators…we need to appeal to them, understand them, and empower them, not just shelter them.
Collier discussed how while online predation is a very real concern, it’s not as prevalent as we might think. There is more widespread risk for harassment and cyberbullying, and peer-related harm.
She stressed that the environment for online and social media is school…it’s not the Internet. Kids bring their feelings to school. The people they know online, they know at school. The prefix cyber is almost damaging, because it might in some way suggest that cyberbullying is not as real or as dangerous as bullying. Bullying is bullying. It’s painful and dangerous, and often creates spirals of negative behavior when victims fight back.
It is necessary for schools to realize that their students’ environment in school has extended onto the Internet, but that the effects of that online environment come back and impact the academic and learning environments. Schools need to create and teach acceptable use policies; they need to embrace situations that do occur (bullying) and use them as teachable moments for all, rather than sweeping them under the rug. They need to enhance the approach to teaching citizenship to include the digital component.
Lastly, I really liked the discussion about filtering. Collier showed results from a study by the UK Government Watchdog (OFSTED), which found that schools who “managed” their student online access rather than “locked down” student access, had students who were less vulnerable to online dangers in the long-term. The students, given greater freedom to surf the Internet at school, were learning how to be responsible digital citizens because they were able to use the same social and online media tools at school that they were going to use at home, anyway. They had to learn to be responsible, and were given the opportunity to do so. If schools lock down all access, students might be protected (sheltered) from dangers at school, but they will be more vulnerable at home. If schools allow access, but demand student responsibility, they will take those skills home with them (and into the future!).
Added to PLN Gems:
Explore: Kidspiration and Inspiration at Read:http://www.inspiration.com/Kidspiration and http://www.inspiration.com/ These programs have been available for 10+ years, and they continue to be both popular and useful. Explore these sites and the programs. You may download a 30 day trial of each. If when you have time, play with these tools. [I teach outlining using Inspiration; kids love their result.]
NoodleTools at http://www.noodletools.com “NoodleTools, Inc., a California company incorporated in 2002, was co-founded in 1999 by mother and son team Debbie and Damon Abilock. NoodleTools' flagship product, NoodleBib, has emerged as the leading bibliography software on the Internet, transforming bibliographic instruction methodologies in thousands of subscribing schools and libraries.” This is true!
Articles about The Learning Commons model
“Flip This Library” by David Loertscher
Below I included a description of the Learning Commons from this article so that I could keep it handy: Learning Commons:
Physical Space is totally flexible, where furnishings can be moved about accommodate different functions and groupings. The open commons, like the traditional library or computer lab, functions as a warehouse for books and other shared materials and is staffed by paraprofessionals and computer technicians. Its flexible space allows individuals, small groups, and classes to visit at their own convenience.
But the distinctive feature of the open commons is that it’s a place where teachers can demonstrate the very best teaching and learning practices in the school and others can observe excellence in action.
The experimental learning center is the hub for all school improvement initiatives. It’s the center for professional development sessions and action research projects, where innovative ideas are presented and new technologies are tried out before being fanned out into the rest of the school.
In the virtual world, the learning commons is both a giant, on going conversation and a warehouse of digital materials.
“The Kindle Learning Commons” by Pam Harland
I love the idea of Kindles in schools, and appreciate Pam Harland’s description of how they integrated the use of kindles into their learning commons. I’d never thought about how to set up the cataloguing and circulation of kindles or other technical devices before, and I think her description and plan made a lot of sense: Make the multiple items identical with the same materials, so that they circulated to as many students as possible for varied use. I also appreciated her stressing the idea that the kindles need to be “advertised” or at least discussed in newsletters, blogs, online, in the library, etc so that students and teachers know about them. I was surprised when she said that she attached each kindle to the online account so that any student or teacher could purchase new materials without permission. I LOVE this idea…but I’m wondering how it would work on a restricted budget? There must be some cap, right? But there was no discussion of budget.
“From Library to Learning Commons: Valerie Diggs’s Account.”
The key take-away from this article for me is that a teacher-librarian needs to focus on the program and collaboration before the physical space. A program can be spectacular but lack the funds of means to support a stellar space; likewise, a space can be state of the art, but lack a stellar program to make the goodies worthwhile. For eChalk, I have been working on building play websites in order to learn the product – they stress that you can’t build a website without first having content. A learning commons is the same! The content/program is first and foremost. Here are some of the content/program ideas of Valerie Diggs that I LOVE:
Coffee/Café – Bait and switch – Come for coffee, leave with a book! What a great way to get school community members into the learning commons. Provide a social environment where they can get something that they want, and in the meantime, get a look at what the LC has to offer.
PLCs – Professional Learning Communities, were teachers work together collaboratively.
Listening Lunches – Fabulous way to use the Learning Commons, make it relevant for students, help students to develop their voices, create and support a collaborative environment, build a positive culture in the school, support creativity and individuality and diversity…wonderful.
Think, Ask, Create - “The Learning Commons provides CHS students and staff members the opportunities to ask questions, think about answers, and create new meanings. We have become central to teaching and learning because our mission is tied to the mission and ideals of our school and district, and we are committed to offering our services and space to all of our constituents.” This reminded me of a KWL chart brought to life. Reminding students to THINK is sometimes necessary. What do I already know? Reminding students to ASK is usually necessary, and we need to encourage students to not be afraid to ask questions. Asking questions demonstrates understanding, interest, inquiry…it’s how learning happens. What do I want to know? And finally, giving students the means to CREATE is greatest gift we can bestow, in my opinion. Let students get their hands dirty so they can figure out who they, express their leaning, get and stay interested, and grow as 21st century learners. What have I learned?
In this module we will consider/re-consider:
• Online safety and social media
• Two software programs that continue to be popular and useful
• State-of-the-art library programs (i.e., the Learning Commons Module)
View:
“Online Safety 3.0: Rethinking Net Safety Together” at
http://www.youtube.com/watch?v=R_eqbol58P8
As you view it, consider this question: If online safely as we have known it for the past several years is obsolete, what should we be doing/ teaching/ worrying about instead?
Collier’s video “Online Safety 3.0: Rethinking Net Safety Together,” is a really great resource for school professionals who are preparing to develop net safety units and protocol. Just as there is a Web 1.0 and 2.0 (and really, I think we’re engaging in 3.0 with all of the web tools that have made online and offline line so involved in one another), there have been 1.0, 2.0 and now 3.0 versions of net safety.
The old view that young people are users and consumers of online media, and at a large risk for being victimized by online predators, is really doing them a disservice. Today, young people are producing just as readily as adults online – they are exploring their identities, creating and sharing information, discussing that information, meeting with their friends, and using social rules. Sometimes they get into trouble, or use online media in negative and damaging ways, and we need to teach them how to be media literate and digital citizenship in order to lower the prevalence of these negative occurrences. However, teaching them to avoid online media and to be afraid is doing them a disservice.
Collier’s description of Online Safety 3.0 follows:
• Research-based, not fear-based
• Flexible and layered, not one-size-fits all
• Respectful of youth agency as stakeholders in a positive experience, not just potential victims
• Positive and empowering, not just safety from bad outcomes, but safety for full, constructive engagements in participatory society
Net Safety = New Medial Literacy + Digital Citizenship
Essentially, we have to understand and acknowledge that young people are stakeholders in online media. They are not just consumers, but users, creators, producers, engagers, collaborators, communicators…we need to appeal to them, understand them, and empower them, not just shelter them.
Collier discussed how while online predation is a very real concern, it’s not as prevalent as we might think. There is more widespread risk for harassment and cyberbullying, and peer-related harm.
She stressed that the environment for online and social media is school…it’s not the Internet. Kids bring their feelings to school. The people they know online, they know at school. The prefix cyber is almost damaging, because it might in some way suggest that cyberbullying is not as real or as dangerous as bullying. Bullying is bullying. It’s painful and dangerous, and often creates spirals of negative behavior when victims fight back.
It is necessary for schools to realize that their students’ environment in school has extended onto the Internet, but that the effects of that online environment come back and impact the academic and learning environments. Schools need to create and teach acceptable use policies; they need to embrace situations that do occur (bullying) and use them as teachable moments for all, rather than sweeping them under the rug. They need to enhance the approach to teaching citizenship to include the digital component.
Lastly, I really liked the discussion about filtering. Collier showed results from a study by the UK Government Watchdog (OFSTED), which found that schools who “managed” their student online access rather than “locked down” student access, had students who were less vulnerable to online dangers in the long-term. The students, given greater freedom to surf the Internet at school, were learning how to be responsible digital citizens because they were able to use the same social and online media tools at school that they were going to use at home, anyway. They had to learn to be responsible, and were given the opportunity to do so. If schools lock down all access, students might be protected (sheltered) from dangers at school, but they will be more vulnerable at home. If schools allow access, but demand student responsibility, they will take those skills home with them (and into the future!).
Added to PLN Gems:
Explore: Kidspiration and Inspiration at
Read:http://www.inspiration.com/Kidspiration and http://www.inspiration.com/
These programs have been available for 10+ years, and they continue to be both popular and useful. Explore these sites and the programs. You may download a 30 day trial of each. If when you have time, play with these tools. [I teach outlining using Inspiration; kids love their result.]
NoodleTools at
http://www.noodletools.com
“NoodleTools, Inc., a California company incorporated in 2002, was co-founded in 1999 by mother and son team Debbie and Damon Abilock. NoodleTools' flagship product, NoodleBib, has emerged as the leading bibliography software on the Internet, transforming bibliographic instruction methodologies in thousands of subscribing schools and libraries.” This is true!
Articles about The Learning Commons model
“Flip This Library” by David Loertscher
Below I included a description of the Learning Commons from this article so that I could keep it handy:
Learning Commons:
“The Kindle Learning Commons” by Pam Harland
I love the idea of Kindles in schools, and appreciate Pam Harland’s description of how they integrated the use of kindles into their learning commons. I’d never thought about how to set up the cataloguing and circulation of kindles or other technical devices before, and I think her description and plan made a lot of sense: Make the multiple items identical with the same materials, so that they circulated to as many students as possible for varied use. I also appreciated her stressing the idea that the kindles need to be “advertised” or at least discussed in newsletters, blogs, online, in the library, etc so that students and teachers know about them. I was surprised when she said that she attached each kindle to the online account so that any student or teacher could purchase new materials without permission. I LOVE this idea…but I’m wondering how it would work on a restricted budget? There must be some cap, right? But there was no discussion of budget.
“From Library to Learning Commons: Valerie Diggs’s Account.”
The key take-away from this article for me is that a teacher-librarian needs to focus on the program and collaboration before the physical space. A program can be spectacular but lack the funds of means to support a stellar space; likewise, a space can be state of the art, but lack a stellar program to make the goodies worthwhile. For eChalk, I have been working on building play websites in order to learn the product – they stress that you can’t build a website without first having content. A learning commons is the same! The content/program is first and foremost. Here are some of the content/program ideas of Valerie Diggs that I LOVE: